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Makale Özeti:
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This study examines the relationships between cognitive styles of field dependent
learners with their attitudes towards e-learning (distance education) and instructional
behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the
attitude survey (for students’ preferences) towards e-learning instruction as distance
education was administered to 157 students enrolled in various distance education
programs at Fatih University, in Turkey. The study findings indicated that students’
cognitive style of field dependence was correlated with their attitudes and preferences
for students’ roles in e-learning for distance education. Other factors such as a previous
background in e-learning, including gender, educational level, use of social networks,
and e-learning tools, and preferences for instructional variables and assessment in
distance learning processes were also used.
Finally, technological, motivational, and instructional-learning variables in learner
interface design (LID) for e-learning instruction were correlated with students’ learning
outcomes, attitudes, perceptions and preferences in learner interface design (LID) and
attitudes toward e-learning instruction. At the end of the study, research questions were
tested and instructional variables for distance education were indicated in tables. The
findings were then assessed to see if they supported previous research or not and
considered to future expectations for distance education and learner interface design
(LID) procedures with field dependence learners.
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